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Ambiguïtés, explicites et implicites dans les discours sur le métier de professeur documentaliste. : Quels enjeux collectifs pour la formation des élèves dans le second degré ?

Abstract : The autonomy of French secondary schools to implement the orientations of the national educational policy implies that stakeholders adapt the prescriptions in order to locally define common objectives for the teaching scheme they are building. The speech analysis on the « professeur documentaliste » profession leads to three observations. Firstly, the ministry of national education gives an ambiguous place to this teacher on its websites. It distinguishes or even excludes her/him from the teaching staff and mentions her/his scopes of competence in a rather unclear manner. Then, in the secondary schools organization charts, this teacher is designated and positioned in various ways. This situation questions the perception of the profession and its teaching function by the other members of staff. Finally, different professional groups struggle to define this work and its specificities. Besides consequences in terms of identity construction, it challenges the readability of the function and of the mutual knowledge of the professions as a necessary condition to avoid misunderstandings likely to compromise the efficiency of the collective reflections and actions.
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https://hal.archives-ouvertes.fr/hal-01146288
Contributor : Jocelyne Corbin-Ménard Connect in order to contact the contributor
Submitted on : Tuesday, April 28, 2015 - 10:24:54 AM
Last modification on : Monday, December 13, 2021 - 12:02:57 PM

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Jocelyne Corbin-Ménard. Ambiguïtés, explicites et implicites dans les discours sur le métier de professeur documentaliste. : Quels enjeux collectifs pour la formation des élèves dans le second degré ? . Éducation & Didactique, Presses Universitaires de Rennes, 2015, 9 (3), pp.127-141. ⟨10.4000/educationdidactique.2404⟩. ⟨hal-01146288⟩

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